Download vineland ii adaptive behavior scales manual - manual for Kindle on 05.oil68.site. Early Intervention - Clinical Practice Guideline Report of the Recommendations Communication Disorders Assessment and Intervention for Young Children (age 0-3Years).
Appendix:
State Performance Plan Indicators and Required Attachments
For Part B Annual Performance Report for 2007-08:
IDEA Part B State Performance Plan 2005-10
Revised February 2009
Overview of the State Performance Plan Development:
See Overview of the State Performance Plan (SPP) Development in the Introduction to the SPP originally submitted February 1, 2006 and revised June 2007. See also the Introduction to this Annual Performance Report (APR), page 1.
The Wechsler Preschool and Primary Scale of Intelligence (WPPSI) is an intelligence test designed for children ages 2 years 6 months to 7 years 7 months developed by David Wechsler in 1967. It is a descendant of the earlier Wechsler Adult Intelligence Scale and the Wechsler Intelligence Scale for. Teaching English as a Foreign Language Department, Ajman University of Science and Technology. The effect of the learning engagement manual on the scale. Working Memory and Language Preschool Assessment Issued for use as a kit, consisting of 4 components, tracks articulation skills from preschool through primary and secondary school years and into young adulthood. The Oxford Handbook of Infant, Toddler, and Preschool Mental Health Assessment Early Childhood Environment Rating Scale (ECERS-3).
Monitoring Priority: FAPE in the LRE |
Indicator 7: Percent of preschool children with individualized education programs (IEPs) who demonstrate improved:
- Positive social-emotional skills (including social relationships);
- Acquisition and use of knowledge and skills (including early language/ communication and early literacy); and
(20 U.S.C. 1416 (a)(3)(A))
| Measurement: A. Positive social-emotional skills (including social relationships):
If a + b + c + d + e does not sum to 100%, explain the difference. B. Acquisition and use of knowledge and skills (including early language/ communication and early literacy):
If a + b + c + d + e does not sum to 100%, explain the difference. C. Use of appropriate behaviors to meet their needs:
If a + b + c + d + e does not sum to 100%, explain the difference. New York State’s (NYS) measurement is the same as explained above. The PD-10 report was used to collect progress data on preschool outcomes during the 2006-07 school year via a web-based data reporting system. The PD-10 report is posted at http://www.p12.nysed.gov/sedcar/archived/0607pdrpts.htm. Beginning in the 2007-08 school year, these data were collected at the individual student level through the State’s Student Information Repository System (SIRS). See the 2007-08 SIRS Policy Manual and 2007-08 SIRS Dictionary of Reporting Data Elements posted at http://www.p12.nysed.gov/sedcar/archived/0708pdrpts.htm#references. |
Overview of Issue/Description of System or Process:
In NYS, preschool children suspected of having a disability are referred to their local school districts through their district's Committee on Preschool Special Education (CPSE). In accordance with State statute, parents maintain the right to select an evaluator from a list of state-approved evaluators. If, based on the evaluation, the CPSE determines that a child is eligible for special education services, an IEP is developed that identifies the recommended special education services for the child. Preschool students with disabilities may receive related services only (RSO), services of a Special Education Itinerant Teacher (SEIT), or be placed in a special class program for either half or full day, including integrated programs with students without disabilities when appropriate. NYS’ system allows for the provision of related services and SEIT within general education preschool and/or daycare environments as well as in the child’s home. In NYS, most preschool children with disabilities receive their special education services from approved private preschool providers.
Identification of assessment measures in preschool outcome areas
At the request of the Office of Vocational and Educational Services for Individuals with Disabilities (VESID), a survey was conducted by the Early Childhood Direction Centers (ECDCs) of the assessment tools currently being used by special education preschool programs in NYS that measure the required indicator areas. The most frequently administered assessments used in the State for 3- and 4-year-old preschool children to assess preschool children with disabilities in the three outcome areas are provided below.
Assessment Measure Name, Edition and | Outcome 1 Positive | Outcome 2 Acquire and Use Skills and Knowledge | Outcome 3 Takes Actions |
Adaptive Behavior Assessment System (Ages 0-5) | X | ||
Arizona Articulation Proficiency Scale – 3rd Revision, Western Psychological Service, 2000 | X | ||
Battelle Developmental Inventory (BDI 2) – 2nd Edition, 2005 | X | X | X |
Bayley Scales of Infant Development (BSID 2), 1993 | X | ||
Behavior Assessment System for Children (BASC) - 2nd Edition, 2004 | X | X | |
Brigance Diagnostic Inventory of Development, 1st Edition, Copyright (1978, revised 1991) | X | X | |
Carolina Curriculum for Preschoolers with Special Needs, 2nd Edition, Copyright 2004 | X | X | X |
Child Behavior Checklist (CBCL) – 2nd Edition, 2000 | X | ||
Clinical Evaluation of Language Fundamentals-Preschool II (CELF), 1992 & 2004 | X | ||
Connors’ Parent & Teacher Rating Scale (CRS-R), 1997 | X | ||
Developmental Assessment of Young Children (DAYC), 1998 | X | X | X |
Differential Ability Scales – Psychological Corporation, 1990 | X | ||
Goldman-Fristoe Test of Articulation 2, American Guidance Service, Inc., 2000 Edition | X | ||
Hawaii Early Learning Profile (HELP), 2004 | X | X | |
Learning Accomplishment Profile–D (LAP-D) | X | X | |
Mullen Scales of Early Learning, 1995 | X | ||
Peabody Developmental Motor Scales-2, 2002 (1983) | X | ||
Peabody Picture Vocab. Test (PPVT) – IIIA | X | ||
Preschool – Kindergarten Behavior Scales – 2nd Edition, 2002 | X | ||
Preschool Evaluation Scale | X | X | X |
Preschool Language Scale – (PLS-4), 2002 | X | ||
Rossetti Infant-Toddler Language Scales, 1990 | X | X | |
Sensory Profile Checklist (Dunn) Psychological Corporation, 1999 | X | ||
Stanford-Binet Intelligence Scale, 2003 | X | ||
Stuttering Severity Instrument for Children & Adults, Third Edition, 1994 | X | ||
Vineland Social Emotional Early Childhood Scales (SEEC) | X | X | X |
Wechsler Preschool and Primary Scale of Intelligence-III (WPPSI), 2002 | X | ||
Westby Play Scale, 2000 | X |
Process to collect entry and exit information
Entry assessments:
Preschool Language Scales Manual Appendix B
All preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results. All preschool children suspected of having a disability must have entry assessments. These assessments are conducted by approved preschool evaluators. Results are reported to the CPSE, which determines if the child is eligible for preschool special education programs and services and the entry levels of functioning in three early childhood outcome areas. Approved preschool evaluators are required to include specific assessment information on the Preschool Student Evaluation Summary Report and fill out the supporting evidence for questions 1a, 2a and 3a of the Child Outcomes Summary Form. CPSEs are required to meet to determine a preschool child’s eligibility for preschool special education programs and/or services and review the summary evaluation results and reports from the approved evaluator. For preschool children found to be eligible, the CPSEs rate the child’s functioning across settings in each of the three outcome areas identified in questions 1a, 2a, and 3a of the Child Outcomes Summary Form. Annually, a representative sample of school districts are required to collect and submit entry and exit data to the State Education Department (SED) through SIRS for preschool children who leave preschool special education services anytime during the school year. All school districts are required to maintain entry level assessment data on all preschool children who are determined to be eligible for preschool special education programs or services.
Exit assessments:
While all preschool children who were initially evaluated on or after March 1, 2006 and found eligible for preschool special education programs and/or services are required to have entry assessment results, exit assessments only need to be conducted for preschool children with disabilities who stop receiving preschool special education services due to program completion or declassification during the school year in which the school district is required to report exit data on this indicator. The only children in sample school districts who require exit assessments are those who received an entry assessment and participated in preschool special education for at least six months prior to exiting.
In order to collect exit assessment data on the progress preschool children with disabilities have made as a result of receiving preschool special education programs and/or services, the Committee on Special Education (CSE) must arrange for exit assessment(s) in the three early childhood outcome areas to be conducted as part of the reevaluation process to determine the child’s eligibility for school age special education. Whenever possible and appropriate, the exit assessment instruments should be the same assessment instruments used by the preschool evaluator for the entry assessment process. The results of these assessments must be provided to the CSE. The CSE will review the exit assessment results and determine the child’s progress rating in the three identified areas. Some preschool children with disabilities may be referred to the CPSE for possible declassification prior to aging out of preschool special education programs and/or services. When considering declassification of a preschool child with a disability, the CPSE must arrange for a reevaluation by an approved evaluator selected by the parent. The reevaluation process must include conducting exit assessments that measure the child’s progress in the three early childhood outcome areas. Whenever possible, the exit assessment instruments should be the same assessment instruments used by the initial approved preschool evaluator for the entry assessment process. The results of the reevaluation and exit assessments must be provided to the CPSE, including the child’s parents and the person designated by the municipality in which the child resides. The CPSE must review the reevaluation and assessment results and determine the child’s progress rating in each of the three identified areas.
Sampling Methodology
Preschool Language Scales Manual Appendix 2
Annually, NYS requires a representative sample of one/sixth of the school districts in the State to report progress data on this indicator through the individual student data collection system, SIRS. The process for selecting a representative sample of school districts each year to report data on this indicator through the 2010-11 school year is described in NYS’ SPP, as revised in June 2007. NYS’ sampling plan is such that over the six-year SPP cycle, every school district will have submitted progress data on preschool outcomes at least once. New York City (NYC) is the only district with a total enrollment of over 50,000 students and submits data for every special education indicator every year. Every school district except NYC reported progress data on all eligible preschool children. NYC reports progress data on a representative sample of students.
Beginning in the 2007-08 school year, NYS collected entry and exit scores on the Child Outcomes Summary Form on an individual student basis through SIRS and categorized children in the progress categories as described in the measure. Except for NYC, all school districts assigned to report data on this indicator are required to provide data on all exiting preschool children that meet the criteria (no sampling is permitted). See the 2007-08 SIRS policy manual and 2007-08 SIRS Dictionary of Reporting Data Elements posted at http://www.p12.nysed.gov/sedcar/archived/0708pdrpts.htm#references. Reporting data through this new system is expected to improve the accuracy of these data. NYS collects raw data on the score each child receives on the Child Outcomes Summary Form at entry and again at exit from preschool special education programs or services. Based on the raw data, the State reports children in the correct progress category. Having data at the individual student level and the ability to track children longitudinally until they no longer attend school in NYS provides the State greater capacity for data analysis.
NYC is required to maintain documentation regarding selecting students for sampling, since they are the only school district that are allowed to report these data for a sample of eligible students. The totally random sampling methodology and required documentation should eliminate selection bias. SED will attempt to prevent missing data by first describing precisely what the State needs to collect, providing technical assistance and then following up with school districts to request missing data. The completeness of data collection will improve after the first year and will continue to improve as long as requirements remain unchanged. All issues of confidentiality are handled in accordance with the rules and procedures in the Family Educational Rights and Privacy Act (FERPA). SED guards against divulging personally identifiable information by not reporting results when there are less than five students for whom data are available or when those results can be easily calculated based on other data provided.
Progress Data
At the end of the 2007-08 school year, 112 school districts reported progress data on 1,678 preschool students with disabilities in each early childhood outcome area. Two school district’s data were missing at the time this report was prepared. The 1,695 students left preschool special education programs and/or services during the 2007-08 school year after receiving special education for at least six months. The results for these students in the three early childhood outcome areas are reported below.
Early Childhood Outcome Area | Progress Category (Refer to Measurement Section for full Description of Progress Categories) | Number of Preschool Students | Percent of 1,695 students |
Positive social-emotional skills (including social relationships) | a. Did not improve functioning | 24 | 1.4% |
b. Improved-not sufficient to move nearer to same-aged peers | 174 | 10.3% | |
c. Improved-nearer to same aged peers | 562 | 33.2% | |
d. Improved-reached functioning to same-aged peers | 614 | 36.2% | |
e. Maintained functioning as same-aged peers | 321 | 18.9% | |
Total | 1,695 | 100.0% | |
Acquisition and use of knowledge and skills (including early language/communication and early literacy) | a. Did not improve functioning | 21 | 1.2% |
b. Improved-not sufficient to move nearer to same-aged peers | 161 | 9.5% | |
c. Improved- nearer to same aged peers | 592 | 34.9% | |
d. Improved-reached functioning to same-aged peers | 587 | 34.6% | |
e. Maintained functioning as same-aged peers | 334 | 19.7% | |
Total | 1,695 | 100.0% | |
Use of appropriate behaviors to meet their needs | a. Did not improve functioning | 29 | 1.7% |
b. Improved-not sufficient to move nearer to same-aged peers | 134 | 7.9% | |
c. Improved- nearer to same aged peers | 477 | 28.1% | |
d. Improved-reached functioning to same-aged peers | 568 | 33.5% | |
e. Maintained functioning as same-aged peers | 487 | 28.7% | |
Total | 1,695 | 100.0% |
Discussion of Baseline Data:
Baseline data and targets will be identified in FFY 2009 and reported in the APR February 2010.
Improvement Activities/Timelines/Resources:
Activity | Timeline | Resources |
Disseminate regional preschool outcome data progress results to approved preschool providers. | 2008-11 | ECDCs |
Provide technical assistance to preschool providers on instructional programs to improve results in positive social-emotional skills; early language/communication and literacy; and use of appropriate behaviors. | 2007-11 | 15 ECDCs covering every county and borough in NYS Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities Preschool Special Education Learning Outcomes and Indicators for Kindergarten Participation Preschool Special Education Program Self-Assessment and Quality Improvement Guide |
Disseminate the results of the preschool longitudinal study, including the positive effects on social-emotional skills, early language/communication and use of appropriate behaviors of placements of preschool students in integrated versus nonintegrated settings. | 2007-08 | IDEA Discretionary Funds Longitudinal Study of Preschool Students |
Implement Regents Policy on Early Education to increase the capacity of NYS’ many child care and education services to support families and address social emotional needs of preschool children. | 2007-11 | University of the State of New York (USNY) Cabinet on Early Childhood Education |
Improve knowledge and skills of CPSE and providers: | Special Education Training and Resource Center (SETRC) Regional Trainers, ECDC regional staff IDEA discretionary funds to support training VESID staff | |
| 2008-09 | |
| 2008-09 | |
| 2008 | |
| 2009 | |
| 2009-10 | |
Improve mechanisms for tracking progress and child outcomes. | 2008-2011 | VESID staff |
Encourage development of UPK for three-and four-year-olds to increase the availability of integrated settings and promote earlier connections between preschoolers with disabilities and the district setting that is most able to meet the needs of children in the least restrictive environment. | 2008-11 | VESID and P-16 staff SED guidance |
Discussion of Improvement Activities Completed and Explanation of Progress or Slippage that occurred for FFY 2007:
Improvement Activities Completed in 2007-08
- In June 2007, the Governor’s Cabinet on Early Education was created with a priority on early learning and the impact on positive child outcomes.
- In September 2007, the Final Report of the Preschool Longitudinal Study was completed. See http://www.p12.nysed.gov/specialed/preschool/study/home.html.
- In November 2007, the Temporary Task Force on Preschool Special Education finalized its recommendations. The report is published at http://www.vesid.nysed. gov/specialed/preschool/taskforce/finalreport1107.pdf. SED continues to follow up with implementation of five key strategies http://www.regents.nysed.gov/ meetings/2008Meetings/January2008/0108vesidd2.doc.
- In 2007-08, updated versions of the Parent Handbook and the Guide for Determining Eligibility and Special Education Programs and/or Services for Preschool Students with Disabilities were drafted and are currently being reviewed.
- During 2007-08, the ECDCs provided technical assistance to CPSE chairpersons regarding criteria for Indicator 7. They worked in collaboration with VESID’s Special Education Quality Assurance (SEQA) Unit and SETRC to provide technical assistance to identified school districts.
- CPSE training was developed and piloted “in-house” on November 19-21, 2008. It is currently being evaluated for possible revisions.
- Regional Associates worked directly with ECDCs to enhance preschool outcomes. The mid state region helped to create integrated classes and also worked with staff and parents to insure better outcomes for students. This initiative was particularly successful in Oswego county.
- USNY Cabinet on Early Childhood Education concluded in 2007-08 with the preparation of a proposal for Public Library and Public Television Early Literacy Partnerships, “Bridging the Achievement Gap”, to support parents and caregivers to prepare children for school.
- During 2007-08, the Memorandum of Understanding between the federal Head Start program and SED was updated.
- Technical assistance resources for Indicator 7 are posted on line at http://www.p12.nysed.gov/specialed/spp/indicators/7.htm and were provided in the annual determination letters sent to school districts specifically scheduled to report on this indicator in the 2008-09 school year. Resources listed include the national Early Childhood Outcomes Center (ECO) - http://www.fpg.unc.edu/~eco/index.cfm.
Attachment 1: Report of Dispute Resolutions, 2007-08
TABLE 7
| U.S. DEPARTMENT OF EDUCATION OFFICE OF SPECIAL EDUCATION AND REHABILITATIVE SERVICES | REPORT OF DISPUTE RESOLUTION UNDER PART B, OF THE INDIVIDUALS WITH DISABILITIES EDUCATION ACT 2007-08 | PAGE 1 OF 1 |
| OMB NO.: 1820-0677 | ||
| OFFICE OF SPECIAL EDUCATION PROGRAMS | FORM EXPIRES: 08/31/2009 | |
| STATE: NEW YORK |
(1) Written, signed complaints total | 380 |
(1.1) Complaints with reports issued | 339 |
(a) Reports with findings | 219 |
(b) Reports within timeline | 321 |
(c) Reports within extended timelines | 7 |
(1.2) Complaints withdrawn or dismissed | 41 |
(1.3) Complaints pending | 0 |
(a) Complaints pending a due process hearing | 0 |
SECTION B: MEDIATION REQUESTS | |
(2) Mediation requests total | 427 |
(2.1) Mediations held | 257 |
(a) Mediations held related to due process complaints | 17 |
(i) Mediation agreements | 12 |
(b) Mediations held not related to due process complaints | 240 |
(i) Mediation agreements | 219 |
(2.2) Mediations not held (including pending) | 170 |
(3) Due process complaints total | 6075 |
(3.1) Resolution meetings | 4677 |
(a) Written Settlement agreements | 539 |
(3.2) Hearings (fully adjudicated) | 550 |
(a) Decisions within timeline (include expedited) | 130 |
(b) Decisions within extended timeline | 315 |
(3.3) Resolved without a hearing | 4633 |
| SECTION D: EXPEDITED DUE PROCESS COMPLAINTS (RELATED TO DISCIPLINARY DECISION) | |
(4) Expedited due process complaints total | 24 |
(4.1) Resolution meetings | 23 |
(a) Written settlement agreements | 5 |
(4.2) Expedited hearings (fully adjudicated) | 12 |
(a) Change of placement ordered | 7 |
Report of Participation and Performance on State Assessments 2007-08 (OSEP Table 6)
Preschool (Ages 1½-5) Assessments
Also see Observational Assessment of Children (TOF)
The preschool forms and profiles span ages 1½-5 years. The forms obtain parents’, daycare providers’, and teachers’ ratings of 99 problem items plus descriptions of problems, disabilities, what concerns respondents most about the child, and the best things about the child.
The empirically based syndromes scored from the CBCL/1½-5 and C-TRF reflect actual patterns of problems derived from factor analyses that were coordinated between the two instruments. The CBCL/1½-5 also has a Sleep Problems syndrome. Both forms have parallel Internalizing, Externalizing, and Total Problems scales and a Stress Problems scale.
Based on over 30,000 CBCLs and C-TRFs from 30 societies, the Module with Multicultural Options for Ages 1½-5 scores problem scales with norms for societies that have relatively low problem scores (Group 1 societies), intermediate scores (Group 2), or high scores (Group 3). Select societies by name or select Group 1, 2, or 3 norms for profiles of syndrome, DSM-oriented, Internalizing, Externalizing, and Total Problems scales.
You can also select norms for displaying scale scores in cross-informant bar graphs for multiple CBCLs and C-TRFs per child. Scores from each form can even be displayed in relation to more than one set of norms; e.g., display scores from a CBCL completed by an immigrant parent with norms for the parent’s home society and the host society. You can then see whether scores are clinically deviant according to either or both sets of norms.
The Multicultural Supplement to the Manual for the ASEBA Preschool Forms and Profiles fully documents construction of the multicultural norms for the CBCL/1½-5 and C-TRF. The Supplement illustrates multicultural scoring, cross-informant comparisons, and practical applications in school, mental health, medical, and forensic contexts. The Supplement also reports multicultural findings for confirmatory factor analyses, internal consistencies, cross-informant correlations, and distributions of scale scores. Updates are provided for the Language Development Survey (LDS) of the CBCL/1½-5. Research guidelines and extensive reviews of research on the instruments are also provided, plus a bibliography of over 300 publications reporting their use with young children.
Language Development Survey (LDS)
An especially valuable feature of the CBCL/1½-5 is the LDS, which uses parents’ reports to assess children’s expressive vocabularies and word combinations, as well as risk factors for language delays. Developed by Dr. Leslie Rescorla, the LDS has been used in numerous studies of language problems. (For references, see the Bibliography of Published Studies Using the ASEBA.) Based on our national normative sample, the LDS indicates whether a child’s vocabulary and word combinations are delayed relative to norms for ages 18-35 months. The LDS can also be completed for language-delayed older children for comparison with norms up to 35 months.
Preschool CBCL 1½-5-LDS and C-TRF Scales
Syndrome Scales
Emotionally Reactive; Anxious/Depressed; Somatic Complaints; Withdrawn; Sleep Problems (CBCL only); Attention Problems; Aggressive Behavior.
DSM-Oriented Scales
These scales comprise CBCL/1½-5-LDS and C-TRF items that experienced psychiatrists and psychologists from many cultures rated as being very consistent with DSM-5 diagnostic categories: Depressive Problems; Anxiety Problems; Autism Spectrum Problems; Attention Deficit/Hyperactivity Problems; Oppositional Defiant Problems.
Revisions of Forms:
In 2000, we revised the Child Behavior Checklist/2-3 (CBCL/2-3) and Caregiver-Teacher Report Form (C-TRF) to span ages 1½-5. Two items in the CBCL/2-3 that were unscored or rare were replaced on the CBCL/1½-5-LDS with items that sharpen assessment of important syndromes: 51. Overweight was replaced by 51. Shows panic for no good reason and 79. Stores up things was replaced by 79. Rapid shifts between sadness and excitement.